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(A)musing anthropologist

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  1. @Genomic: I wanna be somewhere familiar, I wanna know where the exits are, and I wanna be allowed to smoke. (Shawn of the Dead)

  2. I stupidly sent in my applications early (not really early, but about a week to a month before the various deadlines) thinking that if I sent them in early, I would hear back from my schools a little earlier......JUST KIDDING! Apparently that is not how grad schools do business, as I am still waiting to hear ANYTHING from ANYONE. And yes, I made the mistake of telling everyone that I was applying to grad school (as they wanted to know what I was doing with my life since I graduated in December), and now I have to tell everyone that I haven't heard anything, its almost embarrassing. So I lift my glass to March, you damn well better come in like a lion, roaring my acceptance (to at least on school) at the top of your lungs, and leave like a happy and content little lamb that just dropped off a giant fin aid package at my feet. HEAR HEAR! cheers all
  3. TV I haven't been watching anything new on the tube lately but I'm a huge fan of Bryan Fuller Dead Like Me-just bought the series off of amazon--waiting to start it all over again Pushing Daisies- been re-watching this series for awhile now, I love how clever and avantgarde the world is (Lee Pace is just adorable in this show, Chi McBride is classic, Kristin Chenoweth equally adorable and Anna Friel ....I really don't understand how this show got canceled with a cast like this) Fraggle Rock- picked up 2 dvds from target for $5 each, Jim Henson is the epitome of my childhood Movies Currently waiting for the new Alice in Wonderland to come out but I did see Sherlock Holmes, which I enjoyed- although I thought it could have been much wittier The Fall - another sort of adorable avantegardist flick I picked up from amazon Amelie- ditto above (both are good for taking a mental vacation) The Ugly Truth- one of my girlfriends brought me to her house specifically to watch it, not a favorite but good for a laugh, and reliving any awkward moments from the past
  4. Right now my goals post-grad schools are to work in a research firm that is focused on consumer culture and neoliberal capitalism, and maybe do some double-dipping teaching at colleges and universities in the same field... end world hunger and war... you know, the usual
  5. I would like to inform you about our summer 2010 field school in Italy, the San Gemini Preservation Studies Program, now in its 11th year, which is dedicated to the preservation of cultural heritage. This year the program focuses on the study of architectural survey and restoration, elements of art restoration and conservation of archaeological ceramics. The field projects involve the survey and restoration of medieval churches, archeological excavation in the ancient Roman city of Carsulae, and work on local archival material. The program is a collaboration between scholars from various universities and local preservation groups, fostering a multidisciplinary approach to historic preservation. It is now a part of the International Institute for Restoration and Preservation Studies. All academic activities are held in English. Application deadline is March 15th. Courses offered: Introduction to Art and Architectural Restoration in ItalySurveying and Analyzing Historic Buildings NEW - Introduction to Conservation of Archaeological CeramicsNEW - Workshop on Ceramics and Ceramics ConservationFieldtrip to Sienna, Florence and Rome Field Projects: Survey and Restoration of the 12th Century San Giovanni Battista Church complexSurvey and Restoration of the Church of Santo GemineArchaeological survey and excavation of the public baths in Carsulae To find out more about our program please visit our website http://www.sangeministudies.org If you know any students, scholars or others interested in this type of study, please inform them about our program. We would appreciate it if you could list our program on your organization's website as an available educational resource. Also, below is a link to a flyer that you may wish to post on your department notice board or forward to interested parties. http://sangeministudies.info/SGS-LFT-2010.pdf (If this link does not open when you click on it, please copy and paste it into your browser or contact me and I’ll email you a copy.) Thank you very much. Cordially, Max Cardillo Director San Gemini Preservation Studies US Tel: (718) 768-3508 www.sangeministudies.org
  6. Danta: Association for Conservation of the Tropics and its academic affiliate, State University of New York at Oneonta, are pleased to announce their summer 2010 field courses in tropical biology. The courses are intended for undergraduates or early graduate level students who have a keen interest in tropical biology and conservation, but have little or no experience of working in a tropical environment. Participants may enroll on either a credit or non-credit basis. Courses will be held in Costa Rica’s spectacular Osa Peninsula. As one of the largest tracks of rain forest north of the Amazon, this area is renowned for high animal and plant diversity. It is one of only a few places in Costa Ricathat has jaguar, puma, sea turtles and four species of monkey (mantled howler monkey, black-handed spider monkey, white-faced capuchin and squirrel monkey). It is also home to nearly 4,000 plant species, including trees more than 200 feet tall. Students participating in the primate behavior and conservation course will have opportunity to be involved in Amigos de Osa’s giant sea turtle monitoring program. Summer 2010 Course and Travel Opportunities: Ecotravel Experience (June 22 – June 30): Trip Coordinator: Kimberly Dingess. Fundraising tour of Costa Rica’s volcanoes and Pacific coast. Primate Behavior and Conservation (July 1 – July 28). Coordinator: Kimberly Dingess, State Universityof New York,Oneonta. Tropical Ornithology (July 29 – August 18): Instructors: Dr. Nigel Mann , State University of New York, Oneonta and Professor Peter Slater, University of St. Andrews, Scotland. As much of our advertising is done by word-of-mouth, we encourage you to spread the word by forwarding this email to students or friends who may be interested in our programs. For more information, please visit our website at www.DANTA.info or email kdingess@danta.info. We hope to see you in Costa Rica! Kimberly Dingess Director DANTA: Association for Conservation of the Tropics PO Box 316 Davenport, NY 13750 607-278-9619 kdingess@danta.info www.danta.info
  7. Thanks denim... hopefully this is a good sign for you (i.e. that they REALLY want you at Cornell and are trying to do what they can to make that happen). I haven't heard anything yet, including from Cornell....I hope that no news is good news... I hope. Thanks again, I think I'm living vicariously through other people's contacts with Universities
  8. I saw this as well ...(this is basically an admission of the fact that I stalk the Results page) Ditto: I would also like to by privy to any information anyone wants to offer about Cornell (or Rutgers-New B, or NYU) for that matter....WHEN I hear something, anything, from anyone...*sigh* I'll be sure to let you know (A)A
  9. Hey all, So my older sister very graciously sent me this link to a Forbes article discussing how Mr. Pres is looking to cap student loan payments at 10% of annual income... Generally I disagree with her political opinions (the latest argument being her lack of Obama-nthusiasm and my decidedly pro-Obama stance...)but no matter, she does keep me well informed At any rate here is the link she sent me...I just wanted to share it because I know how keeping an eye on the going-ons of the world seems more difficult when your not educationally in situ (at least it is for me): Obama Plans to Cut Student Loan Payments Personally I have mixed feelings about this, as I think it can go one of two ways--can't everything? 1) I think this could be utterly fantastic for recent graduates, considering the economy and the likelihood of finding a job that will allow grads to be self sufficient and independent while paying of their loans. I think this is a rarity as it is, as I have witnessed several of my friends moving back home after receiving their masters because they can't afford rent AND loan payments with their job (whether it be their dream job, an entry level, or a wage slave gig). Few people are able to afford to live while carrying student loan payments on their backs...this could be decidedly good.. OR 2) On the flip side, this could just make federal funding that much more unattainable or "selective". Income/degree/field-profession may be scrutinized more causing larger amounts or quantities of loans to be awarded to those students/families that the government feels are more likely to be able to make higher payments (or any kind of payment as the case seems to be) when collection time rolls around. As a result, students may have to turn to more personal loans (which are not covered under this bill) which are based on credit and credit history....in short (HA!) I think THIS particular scenario could make higher education that much more exclusive and elusive for some... I'm interested to see how this plays out.. Anyone else
  10. Dear School Please like me. Always, (A)A (too desperate? haha:unsure:)
  11. WOW, its like we are living the same life.... As a waitress in a small town, all of my regulars know about my schooling ups and downs (and most of them know my schedule... I think that gossip must be slow these days).... most of the time I try to explain what it is I'm doing, but generally they are older (60-80yrs crowd) and I just let them ramble on about how I will be digging in the dirt, or playing with bones, and how so-and-so's grandson wanted to be an anthropologist but then had an epiphany that he wouldn't get anywhere in that field and decided to go to law school....it's a little depressing for me as none of these have anything to do with my sociocultural anth dreams.... I told one of my customers that I was applying to grad school (and where, and how much that might cost, and am I going to leave the restaurant? *gasp*, and what degree I am going for) Stupidly I replied that I was going for my doctorate this only elicited a look of confusion, as they exclaimed that "at least you will always have a job as a doctor" I didn't bother to explain that I wasn't going to med school for my doctorate.....*sigh* sometimes you just get tired of trying to explain your field and then trying to justify it to others (and yourself simultaneously)
  12. Time: July 6, 2010 to July 26, 2010 Location: Gozo, Malta, Europe Organized By: Stella Papadakis Event Description: Schedule The structure of the field-school is one of open-ended pursuit of ethnographic study. Your days can then be spent either in the thick of it (chasing interviews, meetings, consultations with your supervisor) or for those students that require more direction; hour long lunch classes are offered to place some structure around research by discussing broad anthropological themes (methodology, history and practice of Anthropology etc). Taking advantages of these midday classes might also be of use for anthropologists that are early on in their career. A panel of guest-lecturers from a variety of Universities will also offer additional lectures on broad themes relating to the culture of Gozo and Malta. Early in the Field school, once you’ve been introduced to the staff and your fellow anthropologists, you will be introduced to the local libraries. After that you should have all the resources you need at your disposal to pursue individually tailored research objectives with the assistance of your assigned supervisor. Certification At the end of the course, participants will receive a certificate of participation that will summarise their course performance. Participants that perform exceedingly well will receive a letter of recommendation that will help facilitate participation in other international anthropological research events. All research findings resulting from the summer school will be published and professionally communicated. Directed at The course is directed towards young anthropologists and cultural scientists; however, any individual who would like to learn about anthropological research and fieldwork is welcome. Previous knowledge or experience is not required. We aim for a very individual program that can start at any level. Even PhD. research (or pre-research) can be included and guided. The school has a strong socio-cultural focus, but any topic can be covered in the individual program of the student. Spaces available The project is limited to 15 participants. Optional courses Anthropological Photography Anthropology of Food Diving Course (PADI) See more details and RSVP on Open Anthropology Cooperative: http://openanthcoop.ning.com/events/event/show?id=3404290%3AEvent%3A42255&xgi=0MARR3xOE2k8nM&xg_source=msg_invite_event About Open Anthropology Cooperative OAC is open to all with an interest in anthropology. Read, share, debate, collaborate, make friends.
  13. Thats what I was hoping. I can't really do anything with them myself (as I'm trying to sock away as much money as I can in hopes of moving if I get into grad school), so I figured I would post them here and maybe someone else could get some use out of them.
  14. Dear Colleagues, Friends, and Students: This summer we will again offer a University of Hawai`i ARCHAEOLOGICAL FIELD SCHOOL ON EASTER ISLAND (Rapa Nui), 31 May to 24 June, 2010. For details, please visit our web pages: http://www.anthropology.hawaii.edu/Field%20Schools/Rapa%20Nui/index.html The 6-credit field school is open to undergraduate (ANTH 381) and graduate (ANTH 668) students. No prior experience is necessary. Students will participate in survey, mapping, geophysical survey, photogrametry, museum/laboratory analyses, and training Native Rapanui high school students and community members on the island. Applications should be made through the U.H. Study Abroad program. The application DEADLINE is 17 February 2010. For applications please visit: http://www.studyabroad.org/documents/SummerApplicationR1-07.pdf Please forward this message as appropriate. Thank you very much for your assistance. Best Regards, Terry L. Hunt Professor Director, Rapa Nui Archaeological Field School ////\\\\////\\\\////\\\\////\\\\////\\\\////\\\\////\\\\////\\\\ Terry L. Hunt, Ph.D.ProfessorDepartment of AnthropologyUniversity of Hawai`i-Manoa2424 Maile Way, Saunders Hall 345Honolulu, HI 96822 USA Phone: 808-956-7310 Please visit our webpages: http://www.anthropology.hawaii.edu/People/Faculty/Hunt/index.html http://www.anthropology.hawaii.edu/Field%20Schools/Rapa%20Nui/index.html http://www.anthropology.hawaii.edu/Field%20Schools/Kauai/index.htm
  15. New Philadelphia Archaeological Research Project Field School in Archaeology and Laboratory Techniques Summer 2010 May 24, 2010 to July 30, 2010. Sponsored by the National Science Foundation's Research Experiences for Undergraduates Program (NSF-REU) ** Application Deadline: for best consideration -- March 19, 2010. Application forms and additional information are available online at: http://www.histarch.uiuc.edu/NSF/fieldschool.html Additional background information is available from the project web pages, at: http://www.histarch.uiuc.edu/NP/ ** Field School Objectives The New Philadelphia story is both compelling and unique. Many studies in historical archaeology that concentrate on African-American issues have focused on plantation life and the pre-emancipation era. The history of New Philadelphia is very different. It is a chronicle of racial uplift and centering on the success of an African-American family and their ability to survive and prosper in a racist society. In 1836, Frank McWorter, an African American who was born into slavery and later purchased his own freedom, acquired 42 acres of land in the sparsely populated area of Pike County, Illinois, situated in the rolling hills bounded by the Illinois and Mississippi rivers. He founded and platted a town, subdivided the property, and sold lots. McWorter used the revenues from his entrepreneurial efforts to purchase the freedom of sixteen family members, with a total expenditure of $14,000 (over $350,000 in today's currency value) -- a remarkable achievement. Families of African American and European heritage moved to New Philadelphia and created a multi-racial community. Local residents likely provided "safe house" service for the "Underground railroad" as enslaved African Americans fled northward escaping the oppression of southern plantations. The history of New Philadelphia serves as a rare example of a multi-racial early farming community on the nation's Midwestern frontier (Walker 1983). The town's population reached its peak of about 160 people in 29 households after the Civil War, a size comparable to many Pike County communities today. However, by the end of the century racial and corporate politics of America's gilded age resulted in the death knell for the settlement: regional transportation investors routed a new railroad line to pass several miles to the north of the town. Many of New Philadelphia's residents eventually moved away and, by the early 20th century, only a few families remained (Walker 1983). A collaborative project of archaeologists, historians, and members of the local and descendant communities is underway to further research the social history of this demographically integrated town and to enhance its focus in our national memory and heritage. Participating organizations include the University of Illinois at Urbana-Champaign and Springfield, the Illinois State Museum, University of North Carolina, the University of Maryland's Center for Heritage Resource Studies, the University of Central Florida's Public History Program, and the New Philadelphia Association. Sprague's Kinderhook Lodge has also provided generous support. The town site of New Philadelphia is now designated as a National Historic Landmark based on its significant archaeological resources and exceptional value to our national heritage. This NSF-REU sites program will help enhance undergraduate education in scientific methods and analyses in an ongoing long-term project at New Philadelphia. The primary goals of the project are to: 1) Understand the town's founding and development as a multi-racial integrated town; 2) Explore and contrast dietary patterns between different households of different ethnic backgrounds by examining faunal and botanical remains; 3) Reconstruct the townscape and town lot uses of different households from different ethnic backgrounds using botanical data and archaeological landscape features; 4) Elucidate the different consumer choices residents of different ethnic backgrounds made in a frontier situation and understand how household choices changed with the increased connection to distant markets and changing perceptions of racialization within the society. The excavation and analysis of artifacts and archaeobiology data will provide students with a hands-on learning experience and mentoring process for students in an interdisciplinary setting. Ultimately, these different data sets will be integrated and the students will gain an understanding of the importance of scientific interdisciplinary research as they examine the growth and development of the town. This research will elucidate how individual members and families of this integrated community made choices to create their immediate environment, diet, agricultural practices, social affiliation, and consumer choices. ** Archaeological and Research Setting New Philadelphia in Pike County, Illinois is situated between the Illinois and Mississippi rivers. Today, most of the original 42 acres have been returned to agricultural use. Only a few scattered house foundations are visible in the plowed fields. This archaeology project serves as an excellent opportunity for students to participate in many aspects of a scientific research program. Students will be divided into teams and they will work collaboratively on an assigned town lot in New Philadelphia. Prior to excavations, each student will draw from the broader research goals of this project to create an individual and focused research design to be addressed in the course of their field school experience. The field school instructors will teach students about the different archaeological theories used to formulate such research designs, and the methods, sampling, and excavation strategies used in archeology to explore those questions. Each team will be responsible for helping to develop a research design, retrieving archaeological data (material culture and archaeobiology data), cleaning and cataloging the materials, data entry, and analyzing artifacts and archaeobiological materials from one town lot. Student teams will work closely in a mentorship situation with Illinois State Museum, Research and Collection Center (ISM-RCC), University of Illinois, and University of North Carolina staff in order to acquire the necessary skills to perform scientific research. Each student will specialize in one form of analysis and they will report on their findings at the end of the summer session. This information will allow students to work as a team to reconstruct the landscape and lifeways of residents of this historic town. Evening lectures will be presented and the group will take several field trips to local historic sites and museums during the ten-week course. ** Results At the end of the course student teams will make a presentation of their results. Field school staff and members of the community interested in this archaeology project will be invited to a half-day symposium to listen to and discuss the results presented by each team member. The presentation will allow for the dissemination of new information as well as group assessment and constructive critique of the work of each field school participant and the overall project. With the help of field school instructors, this presentation will introduce students to the skill of public speaking and it will help provide them the techniques for communicating scientific results to a public audience. After this presentation and discussion, student teams will assess evaluations and create a strategy on how to best present this work to other audiences. They can also provide their assessments of the priorities that should be placed on the various research goals to be pursued in ongoing historical and archaeological investigations at the New Philadelphia site. ** Project Location, Facilities and Student Stipends All students are required to be in Pike County on May 24, 2010, and the instructions will begin on May 25. New Philadelphia is about 75 miles west of Springfield, Illinois, and 25 miles east of Hannibal, Missouri. There are no mass transportation services to the immediate area. The closest town is Barry, Illinois (population 1400) where students will stay at the Kinderhook Lodge. Lodging and meals will be provided during weeks 1-5 while staying in Pike County and students will be transported to the site every day. During the weekends students with access to autos are free to travel and explore the region when fieldtrips are not scheduled. (The Kinderhook Lodge is located between the towns of Kinderhook and Barry on Rt. 106). During weeks 6-10 students will move to the dormitories in Springfield, Illinois and work at the ISM-RCC. This facility provides a state-of-the-art environment and it has vast collections and high quality research laboratories and offices for anthropology, botany, geology, and zoology. Students receive a $450 per week stipend paid on a bi-weekly basis, and the NSF-REU grant also covers the costs of their lodging and meals as described above. Both lodging and meals are provided during weeks 1-5, and lodging (but not meals) are provided during weeks 6-10. (The university may be required to withhold social security tax from each stipend disbursement; we are working to determine if this is necessary). ** Additional Information For additional details about this field school opportunity, please visit the web sites listed above, or contact Chris Fennell by email at cfennell@illinois.edu.
  16. ARCHAEOLOGY IN BELIZE, CENTRAL AMERICA The Belize Valley Archaeological Reconnaissance Project announces its archaeological investigations for the summer of 2010! In 2010, BVAR’s operations will once again focus on the site of Baking Pot. Baking Pot is one of the largest sites in the Belize Valley and served as the capital to a small kingdom in the Classic period (c. AD 250-830). Despite many years of investigations conducted there, large portions of the monumental site core remain unexcavated and portions of the settlement area remain unexplored. Although it stands out as one of the few remaining unlooted sites of central Belize, agricultural activity has impacted the smaller household structures on the outskirts of the site core. Settlement excavations began in 2007 and will run through the 2010 field season, investigating a stratified random sample of housemounds. More extensive excavations of select house groups will also be conducted in order to better understand changes in domestic and community organization of the site across time. This research seeks to complement ongoing and past research in the monumental core of the site, providing a balanced view of social change across socioeconomic groups. Students will be involved in all aspects of the archaeological investigations, from the setting of excavation units to the production of site maps. The project also incorporates daily laboratory work where students participate in the processing and documentation of the artifacts recovered from the site (including a wide range of ceramic and lithic artifacts and human and animal remains). Weekly lectures will present an overview of Maya civilization and will provide introduction to other specific topics such as ceramic analysis, archaeological survey methods, human osteology, ancient Maya ritual, ideology, and hieroglyphic writing. Dates: Session I: June 7 to July 2, 2010 Session II: July 12 to August 6, 2010 This Field Research opportunity is also available in two-week sessions: Session I: June 7-18, 2010 Session II: July 12-23, 2010 Academic credit is available! Registration fees for the project are $975 U.S. per two-week session or $1950 for the one-month field school, which includes lodging, weekday meals, and transportation to and from the site. Academic credit, travel to and from Belize, and incidental expenses are the responsibility of the participant. For applications and more information all interested parties should respond via e-mail to Myka Schwanke at: BVARarchaeology@gmail.com Find us on the Web! WWW.BVAR.ORG
  17. There are programs for new college graduates to teach English abroad and several programs across the United States to encourage new college graduates to pursue teaching careers. Listed below are links to the well-known ones such as Teach for America and the New York City Teaching Fellows Program. But information on other programs is also listed. There is a new program, the Woodrow Wilson Indiana Teaching Fellowship, and a program in Mississippi, the Mississippi Teaching Corps. All programs fund, fully or partially, the cost of obtaining a Master’s degree in Education; the recipient is then expected to teach in a high-needs school for several years. Information on Math for America will be of interest to students who would like to teach secondary school math in New York City, Los Angeles, San Diego or Washington, DC. Please go to the website for complete information and application instructions. Some of the deadlines are approaching soon. Graduating seniors, if you are interested in one of these opportunities, you need to start thinking about applying now. English Language Instruction Abroad Placements Japan Exchange and teaching (JET) Program, http://www.us.emb-japan.go.jp/JET/application_timeline.html. This program places new graduates in elementary, junior and senior high schools throughout Japan to assist in English language education. November 24th deadline. North America Language and Culture Assistants in Spain, http://www.mec.es/sgci/usa/en/programs/us_assistants/default.shtml. This program supports recent graduates to work as English language assistant teachers in K-12 or at language schools. Check site for deadline. Teaching Assistant Program in France , http://www.frenchculture.org/spip.php?rubrique424&tout=ok. This program offers teaching assistant positions in French schools. Applicants must be proficient in French. They teach 12 hours of English conversation classes per week; this is a 7 – 9 month position. Deadline January 15th. Teaching Programs in the U.S. Knowles Science Teaching Fellowships, www.kstf.org. The KSTF Teaching Fellowship is for beginning science and math teachers as they earn a teaching credential and through the early years of their career. Recipients receive financial and professional support (tuition assistance, a monthly stipend, and summer support) for up to five years while enrolled in a teacher credential program and during the first few years of teaching. Applicants should be enrolled in, or planning to enroll in an approved teaching credential program and plan to teach biological science, chemistry, earth science, mathematics, physical science, or physics, at any high school in the U.S. Individuals who are not U.S. citizens are eligible to apply, but they must be committed to teaching science or math in U.S. high schools. The application deadline is January 13, 2010. Math for America (MfA) Fellowship Program, www.mathforamerica.org. Recipients receive a full tuition scholarship to obtain a Master’s degree in Education and make a commitment to teach secondary school math in one of several cities,;for 2010 they include New York City, Los Angeles, San Diego, and Washington, DC. (these may change from year to year). Deadline is February 5, 2010. Mississippi Teacher Corps, http://www.olemiss.edu/programs/mtc/. A two-year program that recruits college graduates to teach in the Mississippi Delta and Jackson. Designed for non-education majors it offers a number of benefits (among them a full scholarship for a master’s degree in education) and the opportunity to make a difference in the lives of students in one of the poorest areas of the country. There are four deadlines: October 15, 2009, December 1, 2009, February 15, 2010, and March 15, 2010. New York City Teaching Fellows, http://www.nycteachingfellows.org/. A two to three year program during which the participant teaches in a New York City pubic school and works on a subsidized Master’s degree. Rolling deadline, but it is best to apply early. Teach for America, http://www.teachforamerica.org/. This is a national corps of recent college graduates of all majors who commit two years to teach in urban and rural public schools across the country. Several deadlines: August, September, October, January 8, 2010 and February 19, 2010.
  18. There is a couple of different things going on here, scholarships, internships etc.... I figure whatever can help... or even offer a good experience I'll throw on here.... I'm on an Anth mailing list for my undergrad school and the office secretary is pretty amazing about finding and forwarding information... Whatever helps right? Sometimes you gotta hustle to make it work...
  19. Grassroots Campaigns, Inc. has joined forces with the American Civil Liberties Union, Amnesty International, Equality California, Planned Parenthood Action Fund, the Sierra Club, Save the Children, and other progressive and humanitarian organizations to drive forwards a progressive agenda and getting ready for the 2010 midterm elections. Students who are interested should apply directly to: NAME: Kaytlin Bailey E-MAIL: kbailey@grassrootscampaigns.com PHONE NUMBER: 202-219-1502 Assistant Canvass Director Job Responsibilities: . Recruitment: Build a team of 15-40 canvassers by recruiting from within the local community. Interview prospective staff and make hiring decisions. . Staff Management: Teach canvassing/fundraising skills. Work with your staff in individual and group settings, with a particular eye towards developing leaders. Cultivate a welcoming and motivating atmosphere. . Canvassing: Canvass in the field for four days per week, to train new and experienced staff in the field and meet personal fundraising requirements. . Administration: Carefully track income and expenses. Manage the budget for your office. Process staff payroll. Maintain records for future organizing efforts. Qualifications: Strong communication and motivational skills, work ethic, and desire for political change are essential. Candidates must be able to work within a team, have proven leadership ability and an orientation towards handling a lot of responsibility. Strong self-direction and the ability to take initiative are also necessary qualifications. Previous field or canvassing experience is a plus, and may qualify candidates for additional leadership positions. Training: Newly hired directors will typically spend three weeks doing field training, working intensely alongside experienced directors and will also attend a week-long national classroom training. Additionally, directors receive support from regional management staff throughout their time on staff. After one year in the position, staff will have learned the basics of running a successful grassroots campaign, including, but not limited to, fundraising and donor recruitment, hiring and supervising staff and/or volunteers, and turf management. Expectations: Positions last through the midterm Elections in 2010. Campaign hours can run 80-100 hours per week, including work on weekends. Salary/Benefits: Annual salary for Assistant Canvass Directors begins at $24,000. Staff may opt into our health care plan (PPO). Paid training, vacation and sick days are included; student loan assistance is available. Timing and Location: Positions are available beginning post-graduation, in cities nationwide. Ask Kaytlin for details. To Apply: Contact Kaytlin Bailey at 202.219.1502 or Send resume to kbailey@grassrootscampaigns.com. Please visit our website, www.grassrootscampaigns.com, for more information about current and past campaigns. Grassroots Campaigns past and current clients include: Democratic National Committee, MoveOn.org Political Action, League of Conservation Voters, Democratic Congressional Campaign Committee, American Civil Liberties Union, Common Cause,, Working America, Amnesty International, Center for American Progress, Planned Parenthood Action Fund, and Save the Children (Save the Children is an independent organization and is not religiously or politically aligned. Save the Children has no direct affiliation with the organizations Grassroots Campaigns, Inc. partners with.). Kaytlin Bailey Lead Assistant Director Grassroots Campaigns, Inc. kbailey@grassrootscampaigns.com Work: 202.219.1502 Home: 919.649.7725
  20. 2010 Summer Internships in Cultural Resource Management PennDOT’s Cultural Resource Management Program hopes to again offer internships in cultural resource management and historic preservation at the Central Office in Harrisburg Pa. Interns will be directly involved in important research on the management, study and stewardship of archaeological sites and historic resources affected by transportation projects. They’ll also be exposed to the full range of job skills and employment opportunities in Cultural Resource Management through formal seminars and rotations in GIS, curation, archaeological field work, project assessment, consulting, environmental review, and National Register evaluation. Our internships, part of the Department’s Engineering, Scientific and Technical Internship Program (ESTI) pay $11.32/hour and undergraduate or graduate credit may be available through your university department. Preference will be given to applicants with previous exposure to GIS, database management, and archaeological, historical, or historic preservation course work and field experience in the Middle Atlantic region. This year’s internships may include an archaeological field program. We anticipate filling five or more intern positions based at the PennDOT and PHMC Central Offices in Harrisburg. To apply: submit an application for an ESTI - Non-Engineering internship through the PennDOT website. http://www.dot.state...#nonengineering While you can and should submit these applications on-line directly to the Human Resources Office, please e-mail or mail a copy of your application directly to Joe Baker in the Cultural Resources program office. Interviews will be conducted January-March. If you have any questions or want more information about the internships, please contact Joe Baker directly using the contact information below. Joe Baker C/O PennDOT Bureau of Design, Environmental Quality Assurance Division PO Box 3790 Harrisburg, Pa 17105-3790 (717) 705-1482 joebaker@state.pa.us
  21. 2010 Summer Internships in Cultural Resource Management PennDOT’s Cultural Resource Management Program hopes to again offer internships in cultural resource management and historic preservation at the Central Office in Harrisburg Pa. Interns will be directly involved in important research on the management, study and stewardship of archaeological sites and historic resources affected by transportation projects. They’ll also be exposed to the full range of job skills and employment opportunities in Cultural Resource Management through formal seminars and rotations in GIS, curation, archaeological field work, project assessment, consulting, environmental review, and National Register evaluation. Our internships, part of the Department’s Engineering, Scientific and Technical Internship Program (ESTI) pay $11.32/hour and undergraduate or graduate credit may be available through your university department. Preference will be given to applicants with previous exposure to GIS, database management, and archaeological, historical, or historic preservation course work and field experience in the Middle Atlantic region. This year’s internships may include an archaeological field program. We anticipate filling five or more intern positions based at the PennDOT and PHMC Central Offices in Harrisburg. To apply: submit an application for an ESTI - Non-Engineering internship through the PennDOT website. http://www.dot.state.pa.us/Internet/Bureaus/pdBOP.nsf/infoBusinessInterns?OpenForm#nonengineering While you can and should submit these applications on-line directly to the Human Resources Office, please e-mail or mail a copy of your application directly to Joe Baker in the Cultural Resources program office. Interviews will be conducted January-March. If you have any questions or want more information about the internships, please contact Joe Baker directly using the contact information below. Joe Baker C/O PennDOT Bureau of Design, Environmental Quality Assurance Division PO Box 3790 Harrisburg, Pa 17105-3790 (717) 705-1482 joebaker@state.pa.us
  22. We are please to announce the John C. Court Memorial Scholarship, which will provide an annual $15,000.00 stipend and full tuition for a graduate student at the MA level whose research is focused on ancient Native American civilizations (i.e., New World complex societies) with special preference given to the mound building cultures of the Ohio River valley (i.e., Early Woodland, Middle Woodland, and/or Fort Ancient). The strengths of our department are in archaeology with a special focus on North America and Mesoamerica. The deadline for application is FEBRUARY 1, 2010. Interested applicants should contact the Director of Graduate Studies, Department of Anthropology, 481 Braunstein Hall, University of Cincinnati, Cincinnati, Ohio, 45221. Phone 513-556-2772. I am Sincerely yours, Kenneth B. Tankersley, Ph.D. Department of Anthropology 481 Braunstein Hall University of Cincinnati Cincinnati, OH 45221 http://www.artsci.uc.edu/anthropology/ Phone 513-556-2773
  23. DANIEL H.WEISKOTTEN SCHOLARSHIP FUND ***** AWARD OF $ 500 ***** & ***** a year’s membership in NYSAA****** Administered by the William M. Beauchamp Chapter of the New York State Archaeological Association TO APPLY FOR THIS AWARD, A STUDENT MUST BE A NEW YORK RESIDENT ENROLLED IN AN ACCREDITED NEW YORK STATE COLLEGE OR UNIVERSITY UNDERGRADUATE ANTHROPOLOGY or HISTORY PROGRAM. THE STUDENT APPLICANT MUST HAVE COMPLETED A MINIMUM OF 30 CREDIT HOURS, BE MAJORING IN ANTHROPOLOGY OR HISTORY AND BE INTENDING A CAREER IN ARCHAEOLOGY (PREHISTORIC, HISTORIC, MILITARY, INDUSTRIAL, UNDERWATER ARCHAEOLOGY OR MUSEOLOGY) AND HAVE A FINANCIAL NEED. THE APPLICANT MUST PROVIDE: 1). A CURRENT COLLEGE TRANSCRIPT SHOWING A “B” AVERAGE OR BETTER 2). A FINANCIAL NEED STATEMENT (financial aid verification form from college) 3). A LETTER DESCRIBING INVOLVEMENT IN ARCHAEOLOGICAL PROJECTS, A BRIEF DESCRIPTION OF FINANCIAL NEED AND FUTURE PLANS (stated in the applicant’s own words & writing) 4). A RECOMMENDATION FROM A PROFESSIONAL ARCHAEOLOGIST APPLICATION FOR THIS AWARD MUST BE POSTMARKED NO LATER THAN the last day of FEBRUARY. It is advised materials be sent earlier in the event the committee has questions. All materials are to be sent to Dr. Ellis McDowell-Loudan at the following address. Dr. ELLIS McDOWELL - LOUDAN BOX 502 3 WEST ACADEMY ST. McGRAW, NY 13101 A committee composed of professional and avocational members of the Beauchamp Chapter will review the applications in March and select the award recipient. THE AWARD WILL BE ANNOUNCED AT THE NYSAA ANNUAL MEETING IN APRIL
  24. I have some anthropologically geared scholarships and grants in my inbox, as they come along I'll post them for anyone interested, or send me a quick email and I will forward them to you since most of them are pretty circumscribed in terms of who can apply...
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